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【单选题】

In recent years the potential of information technology to enhance teaching and learning has been demonstrated in virtually every discipline(学科). At the same time, most faculty have become comfortable using word processing programs, e-mail, and the World Wide Web, and a wider range of user-friendly software has become available. The 1998 National Survey of Desktop Computing and Information Technology in Higher Education revealed that the percentage of college classes using technology continues to increase, with 44. 4 percent using e-mail and 36 percent using presentation handouts.
These fairly common uses of technology in the higher education classroom, however, still do not capitalize on the real power of technology to make available real-world situations, aid visualization, facilitate collaborative activity among students, support ysis and synthesis of information, simulate complex environments, and provide continual feedback. These "deeper" uses of technology require conceptualizing the teaching and learning process in a different way and envisioning new instructional approaches that might assist students in attaining course goals.
Educational research reveals that new knowledge grows out of the process of relating new ideas to what we already know and exploring the interrelationships among ideas; new knowledge is not transmitted but is created by the learner. Also, knowledge is constructed by learners as they attempt to make sense out of their experiences and test their own understanding against that of others, notably those of teachers or more advanced peers. Technology can enhance learning by fostering the active processing and application of new ideas and by providing opportunities for students to engage in dialogue about ideas with their peers outside of class time.
Subsequent research at Western Michigan University also highlighted the importance of these factors. Faculty members on that campus were surveyed to identify factors that might influence the use of new instructional technologies. The most important factor identified was the need to be certain that technology would enhance student learning. Other important social factors were compatibility (兼容性) with the disciplines, advantages over traditional instruction, increased student interest, information on materials in the discipline, compatibility with existing course materials, and support from higher administration, chairpersons, and deans. Faculty were also asked to rate the importance of various incentives to use technology. Not surprisingly, released time, student and clerical support, and stipends were important incentives. In addition, however, faculty noted the importance of knowing that their efforts would contribute to promotion and tenure(任期) and would be recognized by the university community.
From the first paragraph, we can infer that ______.

A.
only 44.4% faculty are comfortable using word processing programs and e-mail
B.
36% faculty are comfortable using desktop computing and information technology
C.
most faculty are familiar with information technology and the use of it is on the rise
D.
technology in higher education has penetrated into every discipline
题目标签:兼容性
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举一反三

【单选题】服务器兼容性的故障一般为()。

A.
硬件与硬件之间的兼容故障
B.
硬件与软件之间的兼容故障
C.
软件与软件之间的兼容故障
D.
硬件与机箱之间的兼容故障

【单选题】兼容性测试是指______。

A.
针对软件对其运行环境的依赖进行测试,以验证软件是否能够在所有期望的环境中运行
B.
测试本款软件与其他应用软件是否能在同一操作系统下同时执行
C.
检测软件与其他软件是否能正常进行信息的交流和传递
D.
以上都不对

【单选题】计算机系统的兼容性指的是什么?

A.
具有相同的指令集体系结构
B.
运行相同的操作系统
C.
支持相同的程序设计语言
D.
采用相同的硬件电路

【单选题】Sony’s Vision For The Future As the television, communications and telecommunications industries emerge, compatibility (兼容性) becomes a big issue for consumers. I think we should maintain open and comp...

A.
To praise Japanese restaurants for offering good services.
B.
To explain that Japanese restaurants are distinctive.
C.
To explain what has just been said.
D.
To emphasize that restaurants are all alike.